Mr. Murray and Ms. Colter's U.S History and Government iBlog

U.S. History

Wednesday-2/12/20:

• Bell Work-1.) What is the main idea behind the political cartoon? 2.) What inference can you make about Germany’s military position based on the fact that they are being “put through the wringer”? 3.) Based on your prior knowledge and the elements contained within the political cartoon what could you predict might be the most likely outcome regarding which wringer Germany will make it through?  
• Attendance-While Class is Doing Bell Work
• Video Clip-Pearl Harbor (2001)-Edited Disk One 

• 120:20 min to 142:34 (However if time allows play until 2:01:00 min)

• Study Guide-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by interacting in a short presentation
  • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide

• • • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through interacting in a short presentation

 

Supplemental Materials: Study Guide-Chapter 16-World War Looms

 

Study Guide-Chapter 16-World War Looms

 

Vocabulary-Chapter 16-World War Looms

 

Power Points-Chapter 16-World War Looms

 

Textbook PDFs-Chapter 16-World War Looms

 

Section Notes-Chapter 16-World War Looms

 

 

U.S. History

Tuesday-2/11/20:

• Bell Work-1.) In your own words explain how these two excerpts differ from one another even though their subject matter is the same? 2.) Select one of the two excerpts contained above and answer the following question. If you were to sit down with one of the two authors what questions might you ask in an attempt to understand the position they took regarding Hitler’s invasion of the Rhineland? 3.) Based on the subject matter would it be better if the authors took a neutral stance regarding Hitler’s invasion of the Rhineland or is important to hear differing perspectives in an attempt to understand the views of others? *Please explain your reasoning  
• Attendance-While Class is Doing Bell Work
• Video-WWII In HD: America Enters World War II | History (4:23 min)
• Presentation-Chapter-16-Section 4-America Moves Towards War
• Outline Notes-Chapter 16-Section 4-America Moves Towards War
• Daily Objective-

• Content Objective:
  • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through participating in a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter-16-Section 4-America Moves Towards War and Outline Notes-Chapter 16-Section 4-America Moves Towards War

 

Presentation-Chapter-16-Section 4-America Moves Towards War

 

Outline Notes-Chapter 16-Section 4-America Moves Towards War

 

Textbook PDF-Chapter 16-Section 4-America Moves Towards War

 

Video Link-WWII In HD: America Enters World War II | History (4:23 min)

 

U.S. History

Monday-2/10/20:

• Bell Work-1.) Who are the main figures being depicted in this political cartoon? 2.) What inference can you make on why the artist drew these two leaders “in bed” with one another? *Think about what the term “in bed” means politically 3.) Based on what you know, how would you explain the significance of the statement the man on the left is making regarding the document he is holding? 
• Attendance-While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 3)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video Notes -1^st and 2^nd Hour-Escape from Sobibor (118 total minutes) (Day 1),  3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1) and  5^th Hour-The Book Thief (131 min) (Day 1)

1^st and 2^nd Hour-Escape from Sobibor (118 total minutes)

3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1)

5^th Hour-The Book Thief (131 min) (Day 1)

 

Video Links: Escape from Sobibor (118 total minutes)

 

3rd Hour-The Holocaust Web Quest

*You can type in the URL’s for each site or click the hyperlinks within the document to reach each web page quickly

 

U.S. History

Friday-2/07/20:

• Bell Work-1.) Based on the artistic style of the image who can we infer is the creator of the political cartoon? 2.) Why do you think the artist chose to use the imagery of an Ostrich Bonnet (essentially a hat) to help non-Germans relieve the headache Hitler’s actions have caused? 3.) What is your opinion of the effectiveness of the political cartoon? Do you think the artist’s intended message is easily understandable?  
• Attendance-While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 2)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Video Notes -1^st and 2^nd Hour-Escape from Sobibor (118 total minutes) (Day 1),  3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1) and  5^th Hour-The Book Thief (131 min) (Day 1)

 

1^st and 2^nd Hour-Escape from Sobibor (118 total minutes)

 

3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1)

 

5^th Hour-The Book Thief (131 min) (Day 1)

 

Video Links: Escape from Sobibor (118 total minutes)

U.S. History

Thursday-2/06/20:

• Bell Work-1.) Based on the information contained in the primary source what happened to the female prisoners housed at the Sobibor Concentration camp? 2.) Imagine that you were the prosecuting attorney assigned to Wilhem Bahr’s trial. What are some questions that you might ask him regarding his time and actions at Sobibor? 3.) Imagine you were a young German citizen drafted into military service and assigned to work at a concentration camp during WWII? How would you justify your actions if you were the one on trial? 
• Attendance-While Class is Doing Bell Work
• Video-1^st and 2^nd Hour-Escape from Sobibor (118 total minutes) (Day 1),  3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1) and  5^th Hour-The Book Thief (131 min) (Day 1)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing one of the three films Escape from Sobibor, The Boy in the Stripped Pajamas or The Book Thief and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Video Notes -1^st and 2^nd Hour-Escape from Sobibor (118 total minutes) (Day 1),  3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1) and  5^th Hour-The Book Thief (131 min) (Day 1)

 

1^st and 2^nd Hour-Escape from Sobibor (118 total minutes)

 

3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1)

 

5^th Hour-The Book Thief (131 min) (Day 1)

 

Video Links: Escape from Sobibor (118 total minutes)

U.S. History

Wednesday-2/05/20:

• Bell Work-1.) Based to the primary source how many calories would Jewish citizens living in Germany receive a day according to their ration card in October 1941? 2.) What are some of the problems that could occur when a portion of a countries population is reduced to strict nutritional rations? 3.) Imagine you are a young Jewish teenager living in an area under German occupation, how would you have dealt with the ration system instituted in 1941? 
• Attendance-While Class is Doing Bell Work
• Video- I Survived The Holocaust Twin Experiments (14:47 min)
  • Reflection Question: After watching the video of Eva Mozes Kor’s account of her Holocaust experience discuss why her decision to forgive Dr. Mengele instead of holding onto hate demonstrates true strength and character.
• Outline Notes-Chapter 16-Section 3-The Holocaust
• Daily Objective-

• Content Objective:
  • SWD analysis of the Nazi’s “final solution” and its horrific effect on the Jewish population of Europe during the Holocaust by creating a set of student-centered guided notes
• Language Objective:
  • Students will read, record and orally compare information pertaining to the Nazi’s “final solution” and its horrific effect on the Jewish population of Europe during the Holocaust through creating student centered guided notes

 

Supplemental Materials: Outline Notes and textbook PDF-Chapter 16-Section 3-The Holocaust

 

Outline Notes-Chapter 16-Section 3-The Holocaust

 

Textbook PDF-Chapter 16-Section 3-The Holocaust

 

 

Video- I Survived The Holocaust Twin Experiments (14:47 min)

U.S. History

Tuesday-2/04/20:

• Bell Work-1.) Based on the unit we covered in class what can you infer might have been the reason the Germans began the Jewish boycott in 1933? 2.) Demonstrate your understanding of the timeline by describing how the German policies changed as WWII progressed? 3.) What might the outcome have been for other non-Aryan (People of Indo-European origin (spanning from India to Europe), the original Aryan people specifically in Persia, and most controversially through Nazi misinterpretation, the Nordic or Germanic peoples) races had the Allies not began liberating concentration camps in 1944?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 16-Section 3-The Holocaust
• Video-I Survived the Holocaust (7:18 min)
• Activity-Artifacts from the Holocaust-Expert Folder Activity (15-20 min)
• Daily Objective-

• Content Objective:
  • SWD analysis of the Nazi’s “final solution” and its horrific effect on the Jewish population of Europe during the Holocaust by interacting in a short presentation
  • SWD evaluation of the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII through evaluating and interpreting primary source documents in an exploratory research activity
• Language Objective:
  • Students will read, record and orally compare information pertaining to the Nazi’s “final solution” and its horrific effect on the Jewish population of Europe during the Holocaust through listening to a short lecture
  • Students will read, record and orally compare information pertaining to the Nazi’s “final solution” and its horrific effect on the Jewish population of Europe during the Holocaust through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 16-Section 3-The Holocaust and Activity-Artifacts from the Holocaust-Expert Folder Activity (15-20 min)

Presentation-Chapter 16-Section 3-The Holocaust

 

Activity-Artifacts from the Holocaust-Expert Folder Activity (15-20 min)

Video Link-A Holocaust Survivor Recalls The Day He Was Liberated

U.S. History

Monday-2/03/20:

• Bell Work-1.) Who are the main figures depicted in this political cartoon? 2.) What is the main theme of the political cartoon? 3.) Knowing the failures of Germany during WWI when they attempted to fight a two-front war against Great Britain and France on one side and Russia on the other, why do you think Hitler chose to “stab Russia in the back” by violating their non-aggression pact?  
• Attendance-While Class is Doing Bell Work
• Video-Kids Meet a Holocaust Survivor | Kids Meet | HiHo Kids (10:25 min)
• Activity- Everyday Objects from the Holocaust Primary Source Document Expert Folder Activity
• Daily Objective-

• Content Objective:
  • SWD evaluation of the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII through evaluating and interpreting primary source documents in an exploratory research activity
• Language Objective:
  • Students will read, record and orally discuss information pertaining to the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII by completing a set of guided inquiry-based questions based off documents contained within an expert folder

 

Supplemental Materials: Activity- Everyday Objects from the Holocaust Primary Source Document Expert Folder Activity

 

Video Questions-Kids Meet a Holocaust Survivor | Kids Meet | HiHo Kids (10:25 min)

 

U.S. History

Friday-1/31/20:

• Bell Work-1.) Based on the text above what are the “broken negotiations” being referred to in the primary source and which nations are involved in the conflict? 2.) What would happen if the Commanders in the Pacific had failed to prepare for the coming attacks? What evidence do they supply to support their warning? 3.) Imagine you were one of the military commanders stationed in the pacific during 1941. How would you have handled this message and what would have been your first action in response to it?
• Attendance-While Class is Doing Bell Work
• Video-Battle of Britain Statistics | Allied and Axis Losses (2:33 min)
• Presentation-Chapter 16-Section 2-War in Europe
• Student Led Notes-Chapter 16-Section 2-War in Europe
• Daily Objective-

• Content Objective:
  • SWD analysis of the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by interacting in a short presentation and completing structured student led outlines
• Language Objective:
  • Students will read and record information on the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by participating in a short classroom discussion and creating student directed outline notes

Supplemental Materials: Presentation-Chapter 16-Section 2-War in Europe and Student Led Notes-Chapter 16-Section 2-War in Europe

Presentation-Chapter 16-Section 2-War in Europe

Student Led Notes-Chapter 16-Section 2-War in Europe

 

Textbook PDF: Chapter 16-Section 2-War in Europe

Video Link-Battle of Britain Statistics | Allied and Axis Losses (2:33 min)

U.S. History

Thursday-1/30/20:

• Bell Work-1.) Based on your background knowledge who can we infer was the artist responsible for this political cartoon? 2.) What is the main theme of this political cartoon? 3.) In your opinion if the United States had not turned a blind eye to the movements of Hitler in an attempt to remain in isolation and joined the fight in Europe earlier do you believe the end of the war would have come earlier or would the non-aggression pact that Germany and Russia still had in effect have made the prospects for Allied victory even more difficult?
• Attendance-While Class is Doing Bell Work
• Activity-Leaders of WWII Activity (Day 2)
  • Students will get their choice of creating trading cards, Instagram or Power Point activity
• Daily Objective-

• Content Objective:
  • SWD synthesis of the impact that the leaders of the Axis and Allied Powers had on the strategic fights during WWII by creating a series of leadership profiles
• Language Objective:
  • Students will research, design and discuss the impact that the leaders of the Axis and Allied Powers had on the strategic fights during WWII through completing either a trading card, Instagram or Power Point activity highlighting information on WWII leaders

1st-3rd Hour

Supplemental Materials: Activity-Leaders of WWII Activity (Day 2)

______________________________________________________________________________

5th Hour

Supplemental Materials: Activity-Leaders of WWII Activity (Day 2)